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| (BROAD)Identifying and manipulating larger parts of spoken language, such as words, syllabus, onsets & rimes, and phonemes. |
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| (Specific) Ability to hear, identify, and manipulate the individual sounds (phonemes) in spoken words. Sub-category of phonological awareness. |
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| Ability to find words that have the same sounds at the end. |
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Smallest part of spoken language that makes a difference in the meaning of words.
Example - If has two phonemes (/i/ /f/). |
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- Breaking words into their individual phonemes (sounds) -> Segmenting words
- Also segmenting when children break words into syllables and syllables into onsets & rimes. |
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| Combining individual phonemes to form words. |
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| Recognizing the word that remains when a phoneme is REMOVED from another word. |
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| SUBSTITUTING (replacing) one phoneme for another to make a new word. |
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| Make a new word by ADDING a phoneme to an existing word. |
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| Blending, segmenting, deleting, adding, or substituting phonemes in words. |
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| Understanding that there is a predictable relationship between phonemes and graphemes |
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| Letters and spellings that represent those sounds in written language. |
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| Understanding that there are systematic and predictable relationships between written letters and spoken sounds. |
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| Forming and dividing words into syllables |
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Phonemes or letters before the first vowel.
Ex. - Cat Onset - C |
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The phonemes of the remaining part of the word after the first vowel.
Ex. - Cat Rime - at |
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| Using letter patterns in a known word to figure out an unfamiliar word. |
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Groups of words that have a common feature or pattern - they have some of the same combinations of letters in them and a similar sound.
Ex. Cat, Hat, Bat -> Same "at" letters and (/a/ /t/) sound. |
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| Explicit, systematic phonics instruction |
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| Provides practice with letter-sound relationships in a predetermined sequence. Children learn to use these relationships to decode words that contain them. |
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| Fast, effortless word recognition that comes with a great deal of reading practice. Refers ONLY to accurate, speedy word recognition. |
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| A standardized, individually administered test of the alphabetic principle - including letter-sound correspondence in which letters represent their most common sounds and of the ability to blend letters into words in which letters represent their most common sounds |
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| A tool using a standard set of symbols to analyze a student's reading process by recording the reader's oral reading and then marking the oral reading performance. |
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| Informal Reading Inventories (IRIs) |
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| An informal assessment that measures print and meaning processing on a series of graded passages establishing independent, instructional, or frustration level. |
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| The ability to read a text accurately and quickly. Students read WITH expression. |
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| Automaticity (REVIEW TIME!) |
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| Fast, effortless word recognition that comes with a great deal of reading practice. Refers ONLY to accurate, speedy word recognition. Does not care about reading with expression. |
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| When a teacher or student reads orally either to a group or to a specific person. |
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| The rhythm, stress, and intonation of speech. |
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| Reading the material with few errors. |
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| Words that students can recognize rapidly. The first words they learn to recognize. |
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| The student reads through a passage repeatedly, silently or aloud, and receives help with reading errors. |
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| Reading aloud as a group. |
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| Teacher reads first and the students read immediately after the teacher. |
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It is the book's level. It measures
the textual difficulty of a book and is determined by a readability formula. |
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| Dramatic interpretation of a play script through oral interpretive reading. The story theme and character development are conveyed through intonation, inflection, and fluency of oral reading. |
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| Identifying words with speed and accuracy. |
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| Running Records (REVIEW TIME!) |
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| A tool using a standard set of symbols to analyze a student's reading process by recording the reader's oral reading and then marking the oral reading performance. |
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| Usually goes with running records! An assessment tool for examining miscues (mistakes) in order to analyze cueing patterns. |
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